The effect of psychoeducational workshops in the field of tolerance on the classroom atmosphere, cooporation and empathy of studens

Za razvoj tolerantnog društva, bitno je razvijati sposobnost empatije i suradnje. U kontekstu školstva i razreda, uvelike takav pristup pridonosi pozitivnom ozračju u kojem vlada međusobno pomaganje, prihvaćanje različitosti i moralna podrška. U takvom razrednom ozračju gdje vlada solidarnost i grupna povezanost, pozitivno djeluje i na svakog pojedinca kao i na njegov osobni razvoj te razvoj samopoštovanja. Cilj ovog rada bio je ispitati učinak psihoedukativnih radionica na razredno ozračje te dobiti uvid u empatiju ispitanika. U istraživanju je sudjelovalo 26 učenika jednog razreda, uzrasta osam do devet godina, a radionice su prilagođene upravo tom uzrastu. Provedeno je kvantitativno istraživanje u kojem se koristio upitnik Moj razred na početku i na kraju radionica te kvalitativno istraživanje koje je odrađeno na temelju transkripta i kategoriziranju odgovora učenika. Rezultati kvantitativnog istraživanja su pokazali kako ne postoji statistički značajna promjena u zadovoljstvu, povezanosti, natjecanju, poteškoćama, napetosti i u ukupnom razrednom ozračju, nakon provedenih radionica. Dok uvidom u empatiju učenika, odnosno kvalitativnom dijelu istraživanja, pokazalo se kako većina učenika ima veliku razvijenost empatije i pomagačkog ponašanja.For the development of a tolerant society, it is essential to develop the capacity for empathy and cooperation. In the context of school system and classroom, such an approach contributes to a positive atmosphere in which mutual assistance is present, acceptance of diversity and moral support prevail. In that kind of a classroom atmosphere where there is solidarity and group connection, it has a positive effect on each individual and his personal development as well as development of self-esteem. The aim of this thesis was to examine the effect of psychoeducational workshops on the classroom atmosphere and get an insight into the empathy of the respondents. The research involved 26 students of one grade, aged eight to nine, and the workshops were adapted to that age. A quantitative research was conducted using the My Class questionnaire at the beginning and at end of the workshops, as well as a qualitative research conducted on the basis of transcripts and categorization of students' answers. The results of the quantitative research showed that there is no statistically significant change in satisfaction, connectivity, competition, difficulties, tension and in the overall classroom atmosphere, after the workshops. While an insight into the empathy of students, ie the qualitative part of the research, it has been shown that most students have a great development of empathy and supportive behavior